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Articles 1 - 7 of 7
Full-Text Articles in Art Practice
The Dancing Between Two Worlds Project: Background, Methodology And Learning To Approach Community In Place, Anindita Banerjee, Shaun Mcleod, Gretel Taylor, Patrick L. West
The Dancing Between Two Worlds Project: Background, Methodology And Learning To Approach Community In Place, Anindita Banerjee, Shaun Mcleod, Gretel Taylor, Patrick L. West
Landscapes: the Journal of the International Centre for Landscape and Language
This article recounts the history to date of the Dancing Between Two Worlds (DBTW) project, which was initiated by a team of artist-scholars at Deakin University in 2018. DBTW’s brief was to engage the Indian community living in the western fringes of Melbourne in a project on civic belonging, cross-cultural artistic identity, and the performance of outer-suburban Indian diaspora. Working with the creative and community energies that are activated at the intersection of the creative arts and demographically inflected place, the Deakin researchers collaborated with local artists with an Indian background on a major performance in late 2019: …
Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin
Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin
Australian Journal of Teacher Education
This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation …
Temporal, Keith Armstrong
Temporal, Keith Armstrong
Landscapes: the Journal of the International Centre for Landscape and Language
The interactive artwork Temporal arose from a series of art-science investigations with some of Australia’s leading flying fox ecologists. It was designed as a gently evolving meditation upon the complex, periodic processes that mark Australia’s often irregular seasonal changes. These changes directly govern the migratory movements of Australia’s keystone pollinating mammals—the mega bats (or, Flying Foxes). Temporal further calls attention to our increasing capacity to profoundly disturb these partners within Australia’s complex, life-supporting systems.
Anti-Aestheticizing Australian Landscape: Compounding Historical Narratives Within Pictures., Brent Greene
Anti-Aestheticizing Australian Landscape: Compounding Historical Narratives Within Pictures., Brent Greene
Landscapes: the Journal of the International Centre for Landscape and Language
The following creative works aspire to construct landscapes that carry multiple, rather than singular, narratives as a means to explore Australia’s extensive landscape tradition. With the benefit of hindsight, the appropriated imagery of Glover and Heysen combine hybrid frameworks of Australian landscape at the time of colonisation and federation; through these pictures neither the colonial or Indigenous narrative is given precedent, alternatively numerous stories are overlayed as a method to communicate past and present entanglements within Australian space.
Arts Immersion: Using The Arts As A Language Across The Primary School Curriculum, Susan N. Chapman
Arts Immersion: Using The Arts As A Language Across The Primary School Curriculum, Susan N. Chapman
Australian Journal of Teacher Education
Abstract: Australia’s national arts curriculum has potential to realise the following benefits: cognitive, social, affective and curricular. This curriculum is designed for generalist and special arts teachers, but its delivery may be hindered by the prioritisation of high-stakes-tested disciplines and pedagogies, and reduced government funding to arts education across school and tertiary sectors. This may lead to a lack of opportunities to build teacher capacity in arts education, and diminished support for arts education in terms of time allocation and resourcing. The notion of ‘silos’, where the separation of teaching practices persists between teachers of different disciplines, discourages meaningful interdisciplinary …
From Ecological Creativity To An Ecology Of Well-Being: ‘Flows & Catchments’ As A Case Study Of Nvivo, Dr Brad Warren, Dr Patrick West
From Ecological Creativity To An Ecology Of Well-Being: ‘Flows & Catchments’ As A Case Study Of Nvivo, Dr Brad Warren, Dr Patrick West
Landscapes: the Journal of the International Centre for Landscape and Language
This paper’s research question concerns how the ecological creativity of the Volcanic Plains region of Western Victoria may be transformed into an ecology of well-being of benefit to the local community. Drawing on the philosophies of Spinoza and Gilles Deleuze, we argue that community well-being results from the richness of connections and relationships made within a place. The case study for our investigation is ‘Flows & Catchments’, which is an ongoing, collaborative, creative-arts research project auspiced by Deakin University. Its modus operandi is Practice-Based Research (PBR), and its aim is to promote community well-being in Western Victoria. However, while the …
The River In A Landscape Of Creative Practice: Creative River Journeys., Kylie J Stevenson
The River In A Landscape Of Creative Practice: Creative River Journeys., Kylie J Stevenson
Landscapes: the Journal of the International Centre for Landscape and Language
In my current PhD study, Creative River Journeys, I use the metaphor of the river as a data capture tool when interviewing artist-researchers about their experiences of conducting creative practice within a university context. My use of the river functions as a metaphor for the creative process. I have adapted the River Journey tool from its previous use as a map of teacher identity and professional development, and in a project about children’s musical experience. This PhD project follows a long tradition of using the river as a metaphor. For example, the river has been used in a narrative therapy …